Classroom teacher candidates’ views on in-class practices in life science teaching course

Year 2025, Volume: 15 Issue: ISRIS 2025, 450 - 487, 31.07.2025

Sevim Güven

https://doi.org/10.48146/odusobiad.1731176

Abstract

The aim of this study is to determine the opinions of pre-service teachers studying in the primary school teaching program about the in-class practices in the Life Science Teaching course. The research is an action research in terms of its design, research questions, data collection process and analysis method. The study was conducted with third-year pre-service teachers taking the Life Science Teaching course in the Department of Classroom Education of a state university. Participants were determined by convenience sampling method. In the first stage of the study, a questionnaire consisting of three open-ended questions was applied to reveal the expectations of the participants regarding the Life Science Teaching course. In the first nine weeks of the 14-week education process, theory and practical applications were carried out together, and micro-teaching applications were started in the tenth week. In the last stage, after all pre-service teachers completed the micro-teaching process, the open-ended questionnaire was applied. Content analysis method was used to analyze the research data. In line with the findings, it was concluded that the participants expected the teaching process of the course to be carried out in a pleasant and practice-based manner. When the opinions of the pre-service teachers regarding the evaluation of the implementation at the end of the course were examined, it was determined that their lesson planning skills, classroom management skills, material preparation and effective use of teaching methods improved.

Keywords

Life Science Teaching , Teacher Education , Microteaching , Action Research

Sınıf öğretmeni adaylarının hayat bilgisi öğretimi dersindeki sınıf içi uygulamalara ilişkin görüşleri

Abstract

Bu araştırmanın amacı, sınıf öğretmenliği programında öğrenim gören öğretmen adaylarının Hayat Bilgisi Öğretimi dersindeki sınıf içi uygulamalara ilişkin görüşlerini belirlemektir. Araştırma tasarımı, ele aldığı araştırma soruları, veri toplama süreci ve analiz yöntemi açısından eylem araştırması niteliğindedir. Çalışma, bir devlet üniversitesinin Sınıf Eğitimi Anabilim Dalı bünyesinde Hayat Bilgisi Öğretimi dersini alan üçüncü sınıf öğretmen adayları ile yürütülmüştür. Katılımcılar, uygun örnekleme yöntemi ile belirlenmiştir. Araştırmanın ilk aşamasında, katılımcıların Hayat Bilgisi Öğretimi dersine ilişkin beklentilerini ortaya koymak amacıyla üç açık uçlu sorudan oluşan bir anket uygulanmıştır. 14 haftalık eğitim-öğretim sürecinin ilk dokuz haftasında teori ve pratik uygulamalar birlikte yürütülmüş, onuncu haftadan itibaren ise mikro öğretim uygulamalarına geçilmiştir. Son aşamada, tüm öğretmen adaylarının mikro öğretim sürecini tamamlamalarının ardından açık uçlu anket uygulanmıştır. Araştırma verilerinin analizinde içerik analizi yöntemi kullanılmıştır. Elde edilen bulgular doğrultusunda, katılımcıların dersin öğretim sürecinin keyifli ve uygulamaya dayalı bir şekilde yürütülmesini bekledikleri sonucuna ulaşılmıştır. Ders sonunda gerçekleştirilen uygulamanın değerlendirilmesine ilişkin öğretmen adaylarının görüşleri incelendiğinde, ders planlama becerisi, sınıf yönetimi becerisi, materyal hazırlama ve öğretim yöntemlerini etkili kullanma becerilerinin geliştiği belirlenmiştir.

Keywords

Hayat Bilgisi Öğretimi , Öğretmen Eğitimi , Mikro Öğretim , Eylem Araştırması

Ethical Statement

Bu araştırma, Tokat Gaziosmanpaşa Üniversitesi Sosyal ve Beşeri Bilimler Araştırmaları Etik Kurulu’nun 01.03.2022 tarihli, 4 no’lu oturumunda alınan 01-23 karar sayılı onayı ile gerçekleştirilmiştir. Araştırma sürecinde katılımcılara çalışmanın amacı açıklanmış, katılımları gönüllülük esasına dayalı olarak sağlanmış ve tüm veriler gizlilik ve anonimlik ilkelerine uygun şekilde toplanmış ve analiz edilmiştir.

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